High Reliability Schools

Level 1

Safe, Supportive, and Collaborative Culture

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Level 2

Effective Teaching in Every Classroom

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Critical Concepts

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Level 3

Guaranteed and Viable Curriculum

Park County School District #16

Meeteetse School

Framework for Curriculum Development and Review

The following framework and templates will be used by district staff and teachers to review curriculum and to create new curriculum when new courses are offered or following adoption of new standards by the State of Wyoming. The framework recommends a sequencing of steps; however, it is recognized that this process is not always linear. Teachers are required to have all elements identified in their curriculum outline, however, the sequencing of steps is up to the teacher to determine.  

Step 1: Prioritize Standards.  

Condense and refine the relevant standards into a manageable set of content to create a viable (can be taught in the time provided), focused set of standards for each content area, course or grade level. The remaining standards not determined to be priority standards will be supporting standards. Supporting standards will be taught but will not be the focus of instruction.

1. Identify standards that must be met at a proficiency level of 3.0  (Priority):

   1. Minimum of 3.0 on a proficiency scale

      1. Criteria (use provided template)

         1. Endurance–Will last beyond a class period or course (required);

         2. Leverage–Crosses over into many domains of learning (required);

         3. Readiness–Important to subsequent content or courses (required);

         4. Assessment–Will appear on state assessments;

         5. Teacher Judgment–And meets the professional teachers' judgment. 

2. Identify standards that will support the priority standard (Supporting).

   1. Use the Google Sheets checklist for priority standards vs supporting standards (or use this link to make a fresh copy)

Step 2: Proficiency Scales. (Critical Concepts examples)

A proficiency scale defines and tracks the learning progression for a specific topic (not task or assignment), and is often defined by the priority standard. The scale will indicate the different learning levels of what proficiency looks like. These scales should be used by both students and teachers. 

1. Identify learning objectives (may be in standard or benchmark) for each priority standard.

2. Using the learning objectives create a proficiency scale (use provided template) for each topic.  

   1. Identify what learning levels constitute 3.0 Proficient level.

   2. Identify what learning levels constitute 2.0 Basic level.

   3. Identify what learning levels constitute 4.0 Advanced level.

Step 3: Curriculum Mapping.

The curriculum mapping process guides the instruction throughout the academic year and course, assuring each priority standard receives adequate instructional time and focus. A curriculum map assures a viable and fair curriculum for each course and an adequate time for students to reach targeted learning objectives and proficiency levels. Each course’s curriculum map will contain the following components: (Use Curriculum Map Template)

1. An adequate timeline

2. Unit description/supporting materials

3. Priority Standards and any additional supporting standards

4. Learning Targets 

5. Content specific vocabulary

6. Assessment 

Step 4: Unit planning with the Instructional Cycle

The primary purpose for instructional cycle planning is ensuring that the knowledge and skills encompassed by proficiency scales are adequately taught.

The Instructional Cycle is made up of eight phases. The first four phases concern planning the cycle and take place before teaching the content. 

Phases 5 through 8 occur over the course of instruction. 

1. Identify the focus of the Instructional Cycle

2. Review the relevant standards and proficiency scales included in the cycle

   1. What knowledge and skills are included in the standards?

   2. How have we previously taught the standards?

   3. What foundational knowledge is needed prior to teaching the standards?

   4. What resources do we have for teaching the standards?

   5. Are there supporting standards that can be addressed as we teach the priority standards?

3. Plan to collect evidence of student learning (pre-assessments, formative checks for understanding, and summative assessments)

4. Writing a SMART goal (specific, measurable, attainable, realistic, and timely)

5. Planning and teaching the daily lessons within the cycle

6. Administering and scoring the end-of-cycle assessment

7. Implementing the assessment data protocol to analyze the assessment results

8. Providing support for all learners base on the end-of-cycle assessment data

9. Assessments occur throughout the instructional cycle as checks of understanding and at the end of cycle. Assessments should be aligned to the defined learning progression, where students and teachers can track their progress towards proficiency. 

Assessments aligned to proficiency scales (use this template)

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Priority and Supporting Checklist Master

Proficiency Scale Checklist

Proficiency Scale Master

Instructional Cycle Master

Competency Based Learning

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